中国文化背景与英语阅读2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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CHAPTER ONE INTRODUCTION1

1.1 Background of the Study1

1.2 General Statement of the Problem3

1.2.1 English Teaching and Learning in China3

1.2.1.1 The Role of Reading in English Teaching Syllabi ofAll Levels3

1.2.1.2 English Testing4

1.2.2 Research into Thinking Styles in China4

1.3 Purpose of the Study5

1.4 Research Questions5

1.5 Significance of the Study6

1.6 Definitions of Terms6

1.6.1 Cognitive Style6

1.6.2 College English Curriculum Requirements7

1.6.3 English Major EFL Learners7

1.6.4 Item-Objective Congruence Index7

1.6.5 Multiple Intelligences7

1.6.6 New English Curriculum7

1.6.7 National Matriculation English Test8

1.6.8 Reading Performance8

1.6.9 Test for English Majors8

1.6.10 Thinking Styles8

1.6.11 Teaching Syllabus for English Majors8

1.7 Summary9

CHAPTER TWO REVIEW OF THE RELATED LITERATURE10

2.1 Theories Related to Multiple Intelligences,Thinking Styles and Reading Strategies10

2.1.1 Multiple Intelligences10

2.1.1.1 The Definition of Intelligence10

2.1.1.2 Gardner's Criteria for Intelligence10

2.1.1.3 Multiple Intelligences Theory11

2.1.1.4 Measurement—Multiple Intelligences Questionnaire15

2.1.1.4.1 The Multiple Intelligences Development Assessment Scales15

2.1.1.4.2 Multiple Intelligences Inventory15

2.1.1.5 Multiple Intelligences Theory and Second Language Learning15

2.1.1.6 Summary16

2.1.2 Theory of Cognitive Style17

2.1.2.1 The Definition of Cognitive Style17

2.1.2.2 The Development of Cognitive Style18

2.1.2.2.1 The Three-layer“Onion”Model18

2.1.2.2.2 Model of Two Style Dimension18

2.1.2.2.3 Sternberg and Grigorenko's Categorization of Styles19

2.1.3 Theory of Thinking Styles21

2.1.3.1 Definition of Thinking Styles21

2.1.3.2 Stemberg's Theory of Mental Self-government22

2.1.3.3 Zhang and Steinberg's Three-Dimensional Model of Thinking Style23

2.1.3.4 Measurement-Thinking Styles Inventory23

2.1.4 Language Learning Strategies24

2.1.4.1 Definitions of Language Learning Strategies24

2.1.4.2 The Classification of Language Learning Strategies25

2.1.4.2.1 Classification of Language Learning Strategies by Oxford25

2.1.4.2.2 Classification of Language Learning Strategies by O'Malley and Chamot27

2.1.4.2.3 Classification of Language Learning Strategies by Stoffer28

2.1.4.2.4 Classification of Language Learning Strategies by Cohen30

2.1.4.2.5 The Classification of Language Learning Strategies in China30

2.1.5 Reading Strategies in a Foreign/Second Language Learning31

2.1.5.1 Definition of Reading Strategies31

2.1.5.2 Classifications of Reading Strategies32

2.1.5.3 Reading Strategies Questionnaire32

2.1.5.3.1 The Strategy Inventory for Language Learning by Oxford32

2.1.5.3.2 The Survey of Reading Strategies by Sheorey and Mokhtaris33

2.1.5.3.3 The Language Strategy Survey by Cohen and Chi33

2.1.6 Teaching Syllabus for English Majors and the Test for English Majors Grade Four in China33

2.2 Previous Research Studies into Multiple Intelligences,Thinking Styles,and Reading Strategies34

2.2.1 Interrelationship between Multiple Intelligences,Thinking Styles,and Reading Performance Achievement34

2.2.2 Relationship between Multiple Intelligences/Thinking Styles/Reading Strategies and Academic Performance/Achievement36

2.2.2.1 Relationship between Multiple Intelligences and Academic Performance36

2.2.2.2 Relationship between Thinking Styles and Academic Performance41

2.2.2.3 Relationship between Reading Strategies and Reading Performance44

2.3 Summary48

CHAPTER THREE RESEARCH METHODS AND MATERIALS49

3.1 Research Design49

3.2 Participants50

3.3 Conceptual Framework of the Study50

3.4 Research Instruments51

3.4.1 Questionnaires51

3.4.1.1 Multiple Intelligences Inventory52

3.4.1.2 The Thinking Styles Inventory53

3.4.1.3 The Reading Strategies Questionnaire53

3.4.1.4 Validity and Reliability Check54

3.4.1.4.1 Content Validity Check54

3.4.1.4.2 Reliability Check for the Questionnaire54

3.4.2 Test-Reading Comprehension Test55

3.5 Data Collection Procedures55

3.5.1 The Three Online Questionnaires55

3.5.2 Reading Comprehension Test56

3.6 Ethicai Issues in Data Collection56

3.7 Data Analysis Methods57

3.7.1 Descriptive Statistics and One-Way ANOVA57

3.7.2 Independent-Sample T-test57

3.7.3 Pearson's Correlation Coefficient（r）57

3.7.4 Multiple Regression Analysis57

3.8 Pilot Study58

3.9 Summary58

CHAPTER FOUR DATA ANALYSIS AND RESULTS59

4.1 Results of Cronbach's Alphas Coefficients for Online Questionnaires59

4.2 Description of Participants60

4.2.1 Participants'Ethnic Origin and Gender in Taking the Reading Comprehension Test60

4.2.2 Participants'Ethnic Origin and Gender for the Three Questionnaires60

4.3 Results of the Reading Comprehension Test61

4.4 Results in Relation to Research Questions62

4.4.1 Results in Relation to Research Question 162

4.4.1.1 The Degree of Participants'Response to Online Questionnaires62

4.4.1.2 Results of Descriptive Statistics for Three Online Questionnaires63

4.4.1.2.1 Descriptive Statistics for Multiple Intelligences63

4.4.1.2.2 Descripfive Statistics for Thinking Styles64

4.4.1.2.3 Descriptive Statistics for Reading Strateges65

4.4.1.3 Results of Independent Sample T-Tests for Gender Differences in Multiple Intelligences,Thinking Styles,and Reading Strategies65

4.4.1.3.1 T-Tests for Gender Differences in Multiple Intelligences65

4.4.1.3.2 T-Test for Gender Differences in Thinking Styles66

4.4.1.3.3 T-Test for Gender Differences in Reading Strategies67

4.4.1.4 The Results of One-Way ANOVA for Ethnic Differences in Multiple Intelligences,Thinking Styles,and Reading Strategies68

4.4.1.4.1 One-Way ANOVA for Ethnic Differences in Multiple Intelligences68

4.4.1.4.2 One-Way ANOVA for Ethnic Differences in Thinking Styles71

4.4.1.4.3 One-Way ANOVA for Ethnic Differences in Reading Strategies75

4.4.2 Results in Relation to Research Question 275

4.4.2.1 Criterion for Pearson's Correlation Coefficient（r）76

4.4.2.2 Results of Relationship between Multiple Intelligences and Thinking Styles76

4.4.3 Results in Relation to Research Question 377

4.4.4 Results in Relation to Research Question 478

4.4.5 Results in Relation to Research Question 579

4.4.5.1 Results ofPearson Correlation Calculation between Multiple Intelligences,Thinking Styles,Reading Strategies,and Reading Performance80

4.4.5.2 Results of Multiple Regressions for Multiple Intelligences,Thinking Styles,Reading Strategies and Reading Performance82

4.4.5.2.1 Regression for Multiple Intelligences and Reading Performance82

4.4.5.2.2 Regression for Thinking Styles and Reading Performance83

4.4.5.2.3 Regression for Reading Strategies and Reading Performance85

4.5 Summary87

CHAPTER FIVE DISCUSSION OF RESEARCH FINDINGS88

5.1 Reliability88

5.2 Participants89

5.3 Reading Comprehension Test90

5.4 Research Questions91

5.4.1 The Overall Profiles for Multiple Intelligences/Thinking Styles/Reading Strategies,Gender Differences,and Ethnicity Differences92

5.4.1.1 Multiple Intelligences92

5.4.1.2 Thinking Styles94

5.4.1.3 Reading Strategy Use96

5.4.1.4 Gender Differences97

5.4.1.5 Ethnicity Differences99

5.4.2 Relationships between Multiple Intelligences and Thinking Styles101

5.4.3 Relationships between Multiple Intelligences and Reading Strategies102

5.4.4 Relationships between Thinking Styles and Reading Strategies102

5.4.5 The Interrelationships between Multiple Intelligences,Thinking Styles,and Reading Strategies103

5.4.6 The Inventories of Multiple Intelligences and Thinking Styles104

5.4.7 The Extent to which Reading Performance Can be Predicted by Multiple Intelligences,Thinking Styles,and Reading Strategies105

5.4.7.1 Multiple Intelligences and Reading Performance105

5.4.7.2 Thinking Styles and Reading Performance106

5.4.7.3 Reading Strategies and Reading Performance107

5.4.7.4 The Training of Multiple Intelligences,Thinking Styles,and Reading Strategies108

5.5 Summary108

CHAPTER SIX CONCLUSIONS,IMPLICATIONS,AND RECOMMENDATIONS109

6.1 Summary of the Major Findings109

6.2 Pedagogical Implications111

6.2.1 Government Departments and Institutions112

6.2.2 Policy-makers and Curriculum Planners112

6.2.3 Instructors/Teachers113

6.2.4 Parents113

6.2.5 Students/Learners113

6.3 Limitations of the Study114

6.4 Recommendations for Further Research114

REFERENCES116

APPENDIX A135

APPENDIX B151

APPENDIX C157

APPENDIX D173

APPENDIX E179

APPENDIX F183